New and For t h c o m i n g Ti t l e s i n Writing & Composition Featuring the book series Reasearch and Teaching in Rhetoric and Composition and The Journal of Writing Assessment HAMPTON PRESS, Inc Hampton Press, Inc. 23 Broadway Cresskill, NJ 07626 201-894-1686 201-894-8732 (fax) 2800-894-8955 (toll free) email: [email protected] www.hamptonpress.com Hampton Press is committed to publishing outstanding monographs, textbooks, advanced readers, and edited volumes. The Press actively seeks high quality book proposals. Proposals may be sent to any of series editors listed below, or directly to the Press. Research and Teaching in Rhetoric and Composition Editors: Michael M.Williamson and Peggy O’Neill This series publishes works that report and interpret research (both empirical and theoretical) in rhetoric and composition, explain pedagogical applications, or accomplish some examination of both. Books in the series should emerge from disciplined inquiry into the texts and/or lives of writers. The inquiry should be grounded in a recognized field of scholarship, such as rhetorical theory, composition studies, linguistics, discourse analysis, psychology, sociology, and curriculum theory. The primary audience for the text should be rhetoric and composition scholars and/or teachers. Author(s)/editor(s) may submit a prospectus to either editor. The prospectus should explain the book’s central concepts and intended audiences, provide an annotated chapter-by-chapter table of contents, and offer a timeline for completion. The prospectus should not exceed 20 pages, double-spaced. The editors may also request sample chapters to be reviewed along with the prospectus. Completed manuscripts should be between 250-500 pages double-spaced. Material will be peer reviewed. Submissions accepted for outside review should not be under review at other presses. Michael Williamson Peggy O’Neill Grad. Programs in Composition and TESOL Loyola College English Department 4501 N. Charles St. 421 North Walk, Leonard Hall Rm. 110B Baltimore, MD 21210-2699 Indiana University of Pennsylvania [email protected] Indiana, PA 15705 [email protected] NEW AND FORTHCOMING TITLES Culture Shock and Rhetoric in(to) Science the Practice of Profession Style as Invention in Inquiry Training the Next Wave in Rhetoric and Composition Heather Graves, DePaul University Edited by Virginia Anderson, Indiana University Southeast, and Susan Romano, his book examines the role that rheto- University of New Mexico ric plays in the creation and conceptu- Talization of new knowledge claims. Rather than examining historical scientific his collection steps into the long-standing debate about how documents, it looks at scientists (experimen- doctoral programs should prepare students for the profession. tal physicists) in the act of conducting It places in conversation a new mix of voices: seasoned research, interpreting data, and constructing T accounts of an experiment and highlights how professionals reinventing PhD programs, graduate students who are the targets of this reinvention, and newly minted PhDs caught between they worked with the linguistic resources assumptions nurtured by the graduate experience and the realities of the available to them to bring into existence postgraduate world. The book’s contributors explore both the abstract concepts and gain new insight into conceptual and practical specifics of a refocused training— the subject of their study. conceptual in foregrounding the probability that disciplinary knowledge Using ethnographic-type data to observe and will go unrecognized and that the majority of hiring institutions have record the contributions of rhetoric to the work poorly conceived ideas of who a rhet/comp person is; and practical of science, the book addresses some of the in addressing how to go about reinventing a professional identity at big questions about the epistemic and the very moment when it feels most established. The essays build ontological status of rhetoric in the context of a compelling argument that endowing students with a stable identity ongoing scientific inquiry. The book concludes as rhet/comp professionals is less crucial than preparing them to adopt with an examination of the implications of this myriad and shifting professional personas that position them for active research for the teaching of writing, especially rhetorical practice. focusing on the role that specialists play in modeling effective writing in their disciplines. Contents: Introduction, Virginia Anderson and Susan Romano. BEING (OUT) THERE: WHAT WE GOT AND HOW IT SERVED. Learning Discipline: Emotional Labor, Disciplinary Grammar, and Pragmatic Education, Lisa Langstraat and Julie Lindquist. An Abridged Contents: Introduction. A History: How the Experimental PhD Program: Problems and Possibilities, Ann Green and Alexander Reid. Scientific Method Appropriated Rhetorical Invention Start State, End State: Trajectories of Graduate Study for and by Technical Theory During the Rise of Science. How Analogy Communicators, Brenda Orbell and Denise Tillery. Changing Praxis/Changing Becomes Epistemic in the Process of Inquiry. How Students: Online Graduate Education, Patricia Webb. Forty-Minute Drive to the Main Metaphor Shapes Theory in the Construction of Campus: Teaching For and From Rhetoric and Compositions Invisible Borderland, John Scientific Knowledge. Metonymy, Rhetoric, and Tassoni. Oh, No, They Can t Take That Away From Me: Reflectios on Academic Ontology in the Process of Inquiry. What Can the Freedom and the Status of Composition, Scott Stevens. MODELS AND FRAMEWORKS Rhetoric of Science Tell Us About Teaching Writing. FOR CHANGE. The WPA Apprenticeship: Learning to Be Good Citizens Of/For Our Works Cited. Author Index. Subject Index. Institutions, Jennifer Morrison and Tim Peeples. Beyond Winging It: The Place of Writing Program Administration in Rhetoric and Composition Graduate Programs, Shirley Rose 2005 300 pages and Irwin Weiser. Preparing Future Faculty Programs: The Place of Practice in Doctoral ISBN: 1-57273-534-1 $67.50 cloth Work, Debra Jacobs and Greg Gilberson. Inviting Students Into Composition Studies ISBN: 1-57273-535-X $27.50 paper With a New Instructional Genre, Sheryl Fontaine and Susan Hunter. From Graduate Student to Writing Administrator: Substantive Training for a Sustainable Future, Julie A. Eckerle, Karen Rowan, and Shevaun Watson. It s a Two-Way Street: White Faculty Mentoring African-American Graduate Students in Composition and Rhetoric, Terry Carter, Christy Friend, Rose Metts, and Nancy Thompson. Isolation, Adoption, Diffusion: Mapping the Relationship Between Technology and Graduate Programs in Rhetoric and Composition, Collin Gifford Brooks and Paul Bender. VISIONS LIGHT AND DARK. At Work in the Field, Danika M. Brown and Thomas P. Miller. What Schools of Education Can Offer the Teaching of Writing, Charles Bazerman, Danielle Fouquette, Chris Johnston, Francien Rohrbacher, and René Agustín De los Santos. New Scripts for Rhetorical Education: Alternative Learning Environments and the Master/Apprentice Model, James Sosnoski and Beth Burmester. Administrating Ourselves to Death: Historiography and the Ethics of WPA Narratives, Dana Harrington and Heather Shearer. Articulation, Liminal Space, and the Place of Rhetoric and Composition in English: A Case for the Hybrid Graduate Student, Michael Moghtader. Afterword, Lester Faigley. Author Index. Subject Index. 2006 424 pages ISBN 1-57273-578-3 $87.50 cloth ISBN 1-57273-579-1 $37.50 paper NEW AND FORTHCOMING TITLES Toward Deprivatized Re-Mapping Narrative Pedagogy Technology’s Impact on the Way We Write Becky Nugent, Governor’s State edited by Gian S. Pagnucci, Indiana University of University and Diana Calhoun Bell, Pennsylvania, and Nicholas Mauriello, Spelman College University of Alabama-Huntsville his volume is an exploration of the future of narrative discourse. The authors have identified six potential paths, drawing patterns of nar- his book discusses a tool for shaping Trative and visual, pedagogy and possibility. The volume begins with classroom practice: deprivatized peda- Tales of the Digital Self. By telling stories we define ourselves. This strug- Tgogy. Deprivatized pedagogy draws on gle to understand who and what we are is even more amplified on the postmodern critical theory and experiences at Web where identity is almost liquid. The authors in the second section the university and in the writing classroom. picture how stories will be told in the future. In Pixels of Heroes and The purpose of this text is neither to fan the Heroines, we reconnect the future of narrative discourse to its literary smoldering embers of theory wars, nor to roots. Although it is important to consider the forms narratives will take offer step-by-step instructions for teaching. in the future, it is equally important to consider how these stories will be Rather, it is to demonstrate the times, places, taught.This is the issue authors take up in Stories from Wired Desktops. and situations in which theory and practice Chapters move into the realm of the political in Views of Techno-Identity can and will intersect. and Virtual Spaces. The volume concludes with the chapters in Critical The term deprivatized pedagogy carries with Reflections on Project UNLOC. it a conceptual model that will not fit into existing language. Although it is fraught with Contents: FOREWORD:THE IMPORTANCE OF NARRATIVE. Telling Stories, Drawing problems, the authors have selected the term Maps, David Schaafsma. INTRODUCTION: